Power dynamics in teaching and learning practices
An examination of two adult education classrooms
Bibliographic Data
| ID | 11424991 |
|---|---|
| Authors | Juanita Johnson-Bailey (0000-0002-8425-8265, University of Georgia, corresponding author), Juanita Johnson‐Bailey, Ronald M Cervero (0000-0002-8244-8671, University of Georgia) |
| Year | 1998 |
| Volume | 17 |
| Issue | 6 |
| Pages | 389-399 |
| Publication date | 1998-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0260137980170605 |
| OpenAlex | W2024393713 |
| Language | EN |
| Citations received | 16 |
| References cited | 8 |
The purpose of this research was to determine the ways in which power relations that exist in the wider social context are played out in the teaching and learning dynamics of adult education classrooms. The research design was a qualitative comparative case study of two courses taught by the authors in a university setting. Data sources included students’ evaluations, teachers’ observations, interviews with students, interviews with both teachers, and conversations with similarly situated faculty members. The themes of mastery, voice, authority and positionality found in previous research were used to organize the results. The results showed the many complex ways in which power relations based on race, class, gender, disability and sexual orientation played out across all four themes and how these dynamics directly influenced the teaching and learning process. The positionality of the teachers and learners, in particular the racial category of whiteness, emerged as a key power relationship mediating classroom dynamics. We suggest that the facilitation model of teaching does not account well for these dynamics and that further efforts are needed to better understand how societal power relations affect teaching and learning efforts and what responses adult educators can make to negotiate these issues
Context (archaeology · Dynamics (music · Ethnography · Mathematics education · Negotiation · Pedagogy · Power (physics · Power structure · Qualitative research · Situated · Social dynamics · Social science · Sociology · Adult and Continuing Education Topics · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Knowledge from displacement
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Sailing the boat together
Perspectives of a 2nd-year medical student on ‘Students as Partners’ in higher education – What are the benefits, and how can we manage the power dynamics
Breaking isolation
Incorporating intersectionality into psychology
What is wrong with current approaches to management development in relation to women in management roles
Aiming to Improve Social Inclusion in Physician Assistant Students’ Classroom Experience Through Partnership
How Adult Learners Make Sense of Their Dyslexia
Educated and educating as a Black woman’ – an auto/biographical reflection on my grandmother’s influence on my academic and professional outcomes
The Provocative and Evocative Gaze upon Women in Management Development
Classroom as Real World
Negotiating authority through cultivating a classroom community of inquiry
Between rationality and politics
Empowering vulnerable adults through second-chance education
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| Unique citing works | 16 |
|---|---|
| Citations per year | 0.59 |
| Citation span | 1999 - 2026 (28) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |